Using the CoI Framework to Assess the Efficacy of New Technologies
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Using the CoI Framework to Assess the Efficacy of New Technologies



Presentation from the Sloan-C Emerging Technology Symposium 2009

Presentation from the Sloan-C Emerging Technology Symposium 2009



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Using the CoI Framework to Assess the Efficacy of New Technologies Using the CoI Framework to Assess the Efficacy of New Technologies Presentation Transcript

  • Using the CoI Framework
    Assess the Efficacy
    New Technologies
    Phil Ice
    Jason Dom
    2nd Sloan-C Emerging
    Technology Symposium
    San Francisco, 2009
  • Part I
    An Overview of the Community of Inquiry Framework
  • Community of Inquiry Framework
    • a process model of learning in online and blended educational environments View slide
    • grounded in a collaborative constructivist view of higher education View slide
    • assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning
  • social presence
    cognitive presence
    teaching presence
  • Social Presence
    • the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people
    • the degree to which participants in computer mediated communication feel socially and emotionally connected
  • Social Presence - Elements
    • affective expression (expressing emotion, self-projection)
    • open communication (learning climate, risk free expression)
    • group cohesion (group identity, collaboration)
  • Cognitive Presence
    • the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry
  • Cognitive Presence - Elements
    • triggering event (sense of puzzlement)
    • exploration (sharing information & ideas)
    • integration (connecting ideas)
    • resolution (synthesizing & applying new ideas)
  • Teaching Presence
    • the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
  • Teaching Presence - Elements
    • design and organization (setting curriculum & activities)
    • facilitation (shaping constructive discourse)
    • direct instruction (focusing & resolving issues)
  • Community of Inquiry Survey
    • 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion)
    • 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)
    • 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)
  • CoI Survey Validation
    • tested in graduate courses at four institutions in the US and Canada
    • principal component factor analysis
    • three factor model predicted by CoI framework confirmed
    • Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan - 2008
  • Part II
    CoI and the Integration of
    New Technologies
  • Audio Feedback
    • Pilot Study revealed the following benefits of providing asynchronous audio feedback using Acrobat Pro:
    • THEME 1 – Ability to understand nuance.
    • THEME 2 – Feelings of increased involvement.
    • THEME 3 – Increased content retention.
    • THEME 4 – Instructor caring.
  • Audio Feedback & the CoI
    • The following slides compare the findings of the multi-institutional CoI sample (n = 1085) that received text-based feedback and responses from a multi-institutional sample(n = 1138) that received audio feedback
    • In the items addressed there was a significant difference (p > .05) in responses
  • Teaching Presence
    • The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.
    • Summer 2007 / mean = 4.12
    • Audio group / mean = 4.43
    • The instructor encouraged course participants to explore new concepts in this course.
    • Summer 2007 / mean = 4.44
    • Audio group / mean = 4.58
  • Teaching Presence
    • The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives.
    • Summer 2007 / mean = 4.28
    • Audio group / mean = 4.57
  • Social Presence
    • Online or web-based communication is an excellent medium for social interaction.
    • Summer 2007 / mean = 3.90
    • Audio group / mean = 4.27
  • Cognitive Presence
    • I felt motivated to explore content related questions.
    • Summer 2007 / mean = 4.31
    • Audio group / mean = 4.55
    • Reflection on course content and discussions helped me understand fundamental concepts in this class.
    • Summer 2007 / mean = 4.37
    • Audio group / mean = 4.49
  • SaaS Word Processors
    • Two online, graduate level education courses (combined n=78) students were asked to complete assignments (mean page count = 9.75 pages), alternating Word and Buzzword as the creation and submission mechanism.
    • Buzzword is an online document editor that is a part of
  • Document Analysis
    • average use of non-text based resources (e.g. hyperlinks, graphics, tables, etc.) was 5.1 for Word submissions and 14.3 for Buzzword based submissions.
    • Cognitive Presence Indicators
  • Interview Data
    • Buzzword’s ease of use (as compared to Word) cited as primary reason for inclusion of more links, graphics, etc.
    • Majority (n = 12) indicated that it was easier for them to express complex concepts using multimedia.
  • Interview Data
    • The concept of a Buzzword being a personal reflective space was common among 72% of students over 34 years old.
    • As an example these students frequently developed a document on their own and then shared it with classmates.
    • 82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document.
    • Qualitative analysis revealed that these younger students frequently (68%) likened Buzzword to a Wiki or similar collaborative tool. In contrast, only 27% of older students made this association.
  • Director of Course Design, Research & Development
    American Public University System
    Thank You!
    Phil Ice, Ed.D.
    Director of Course Design, Research & Development
    American Public University System
    Jason Dom. M.Ed.
    Director of Academic Computing
    American Public University System